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Motivation in Second Language Learning (Zoltan Dornyei) - Coggle Diagram
Motivation in Second Language Learning (Zoltan Dornyei)
Understanding the motivational dimension of classrooms can offer teachers very powrful tools to combat a range of possible problems.
Motivation
Difficult to define.
Concerned with the fundamental question of why people behave as they do.
Motivation determines the direction and magnitude of human bahaviour.
Motivation is resposible for why people decide to do something (choice), how long hey are willing to sustain that activity (peristance), and how hard they going to pursue it (effort).
Motivation constantly interacts with cognitive and emotional issues.
Motivation should be seen as individual motives in isolation but as a conglomerate of motivational, cognitive, and emotional variables that form coherent patterns or amalgams that act as a whole.
Research on second language learning motivation
Rober Gardner's integrative motivation.
Related, for example, to the desire to learn the L2 of a valued community to communicate with the members of the community and sometimes even become like them.
Noel's adaptation of self-determination theories.
Intrinsic motivation (performing a behaviour for its own sake) and extrinsic motivation (pursuing something as a means to an end).
Process-orientated approach
Motivation started to be seen as a dynamaic concept that is in constnt change and display ongoing ebbs and flows.
This culminated in contemporary attempts to adopt a dynamic perspective that integrates the various factors related to the learner, the learning task, and the learning environment into one complex system.
L2 Motivational Self System
Possible selves
-Represent people's ideas of what they migh become, what they would like to become, and what they are afraid of becoming.
-They involve people's vision of their likely, hoped-for, or dreaded selves in future states.
-They involve tangibleimages and senses.
Ought-to L2 self
: it involves the attributes that somone believes he or she ought to posses. It concerns personal or social duties, obligations, and responsabilities.
Ideal L2 self
: it involves the characteristics that someone would ideally like to posses. If a person has a well-esablished and vivid ideal self, this self-image can act as a potent future self-guide with considerable motivational power.
L2Learning experience
:it represents the motivational influence of the students's learning environment and experiences. Motivation comes from successful learning experiences.
Learners need a good repertoire of ask-related strategies that can be activated by the ideal self.
Classroom aplications
Three fundamental motivational principles
There is much more to motivational strategies than offering rewards and punishments,
The learning process should be more engaging or it should promoted the learner's language-related vision.
Generating student motivation is not enough in itself-it also has to be maintained and protected.
It is the quality not the quantity of the motivational strategies that we use that counts.
A few well-chosen strategies that suit both teachers and learners may be sufficient to create a positive motivational climate in the classroom.
Motivational strategies
Generating initial motivation
Maintaining and protecting motivation
Encouraging positive retrospective self-evaluation
Creating the basic motivational conditions